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2 Social English: Did you have a nice weekend? Have a nice weekend
3 Routines: What’s the date? What’s the day today?
4 Classroom language: Listen. Repeat. Sit down, etc.
5 Asking permission: Can I May I go to the toilet? Can I clean the board?
6 Communication strategies: Can you do that again, please? Can I have..,
please? There are some effective techniques which enable the students their ability
in speaking; those are explained further.
a. Using Video
According to Zuber-Skerritt 1984:257-267 Video can be used as valuable aid in the learning process. Using video enables the teacher to maintain the
learning process as learner-centered learning where the learners develop, through a broad range of possible activities, sensitivity to the critical or pertinent elements
of communication. Using video allows them to be interested in the classroom as a stepping stone to fun and communicative activities. Fun learning will raise the
students’ motivation to follow the lesson and thus create relaxed atmosphere which leads the students to learn easier.
Further supported by Sherman 2003:2-3, there are six main uses of video in language teaching. For beginner and young learners, video can be used as
comprehension of spoken language, a language model, a stimulus or input and a moving picture book. The beginners and young learners are allowed to listen as
well as see to contextual use of language, to listen to the foreigner’s pronunciation, to learn vocabulary from the pictures shown.
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b. Using Games
Game is an activity with rules, a goal and an element for fun. Heinich, et.al, 1992:300 states that “even an elementary student likes to play a game”. Further,
Silvers 1986:244 suggests that classes should be planned so that there is a minimum of formal drills and maximum of activities that make the students forget
that they are in the classroom. The language use should be the focus in the speaking class and games will reduce their stress since the games can create
relaxed and enjoyable atmosphere in the classroom. Hadfield 1998 suggests communicative games are different from linguistic
games. They are activities with no linguistics goal or aim. Successful completion of the game will involve the carrying out a task, such as filling in a chart or
finding two matching pictures rather than the correct production of a structure. The emphasis is on the successful of communication not on the correctness of
language. Games are very important for teaching beginners and young learners. Games can create fun environment for the learners to rise up their motivation in
following the lesson.
c. Using Songs
